Technology Beyond the Tools

https://tomwhitby.files.wordpress.com/2018/09/bookkindle.jpeg?w=150 150w, https://tomwhitby.files.wordpress.com/2018/09/bookkindle.jpeg?w=300 300w" sizes="(max-width: 341px) 100vw, 341px" />I recently read a blog post about how teachers will never be replaced by technology. The author stated that technology was just a “tool for learning”. This had to be among literally hundreds, if not thousands, of similar posts and comments that I have read over the years. Since I was teaching from the early 70’s, I tended to agree with that way back then. Today, however, I am not so sure that technology in education hasn’t grown into something beyond a “tool for learning”. I often thought that the support garnered for this idea about a “tool for learning”, from educators was based in their fear from an unfounded belief by Sci-Fi authors who often suggested the replacement of teachers by technology in the future. Sci-Fi doesn’t always get it right. Where are the flying cars?

Tech has always been a factor if not the driving force in the advancement of culture. One of the greatest tech influences in education was Gutenberg’s printing press, followed by the chalkboard, audio tape, film, television and the personal calculator which all preceded personal computers in their various portable forms today. The implementation of the most recent devices however is where I believe many educators have tunnel vision on the influence of tech in education.

All tech has a limited shelf life. It is constantly evolving. Both its users and its developers influence this evolution. Society itself is the loudest voice demanding speed and efficiency in the way it communicates, collaborates, and creates. The tools for each of these components are constantly evolving at a pace we have never before experienced in history. This technological paradigm shift has created its own literacy. Literacy has always been a goal of education. It was necessary in order to communicate, collaborate, and create in order to further educate. The literacy required in any century was limited to the technology that enabled it, but that technology was often separate from the literacy. You didn’t need to know about how to print on a printing press in order to read a printed book. Writing implements were readily available in various forms in order to record thoughts, as well as communicate with them. The use was simple requiring nothing more than penmanship.

The rapid advancement of technology has changed this. Tech has evolved so quickly and so universally in our culture that there is now literacy required in order for people to effectively and efficiently use it. That rapid tech evolution however leaves many people whose age was not synched with that tech advancement in a learning gap. Kids growing up with the tech are immersed in it from birth and evolve their tech literacy with age. We have all seen the video of thebaby trying to page swipe a printed magazine

Unfortunately, lifelong learning is a goal that is often discarded because life itself gets in the way of continual learning. Consequently, most adults will always be playing catch-up with kids in order to stay relevant in a modern society. The gap is the problem for our education system since our educators are adults and our students are kids.

If we buy into the idea that technology requires tech literacy, then we must also accept that evolving tech requires an evolving literacy. This requires adjusting that which we have already learned, and change is difficult. It requires an ongoing development for professionals to maintain the smallest gap between what they know to what they need to know in order to maintain relevance in a rapidly changing environment.

Professional development can no longer be a haphazard choice by folks who don’t like making uncomfortable choices. Comfort levels are the greatest obstacles to change.

Professional development can no longer be just a check box on a list of things educators should do. It must be prioritized, supported and, most importantly, implemented.

Professional development can no longer be a “one and done” concept delivered once at the beginning of the school year. It must be an ongoing part of an educator’s job description.

Professional development must be supported with follow-through and follow-up. Supporting educators with both time and coaching to apply their professional development is essential for success.

Our society today does not collaborate, communicate, or create the way it did as far back as the 20thCentury, so why would we teach using concepts and methodologies of the 20thand in some cases the 19thcentury? To succeed in our education system in the past, our students needed to be literate in reading and writing. Today, in order to use the tools needed to accomplish almost any task a society demands, the users must be technology literate. It is no longer a choice made by any educators whether to teach students to be technology literate or not. Educators have a moral obligation to educate kids in order for them to survive and thrive in a technology-driven society. School districts have a moral obligation to give their educators effective and efficient professional development to enable them to accomplish this.

Yes, technology provides “tools for learning” and teaching, which cannot replace a relevant teacher. The teacher/student relationship is credited for great strides in learning. That however may not always hold true for an educator who is no longer relevant because his or her district did not support its educators with ongoing and effective PD. Students properly motivated may circumvent teachers and self teach with the “tools of learning”. Irrelevant educators and a thirst for authentic learning may be that very motivation needed for some students.

We have the tools for all the professional development we need to provide. We can provide worldwide collaboration. We can provide individualized support. We can provide the ability to time shift things to accommodate personal scheduling.

We can’t provide progressive innovative thinking on the part of school districts. We can’t provide the supportive culture to promote educators seeking life long professional learning. We can’t provide educators with an open mindset opening them to the possibility of change. We can’t provide a promise that a commitment to change will be comfortable.

Professional development will not just happen on its own. The concept of personalized learning through collaboration in social media is wonderful, but it may never take off with a majority of educators. I haven’t seen great involvement in the last 12 years or so. The whole idea of learning is not a passive exercise. It requires work on the part of those providing the teaching as well as those benefitting from the learning. Reading and writing as a literacy was hard enough for many of us, and now we are seeing that there is a whole new literacy that needs to be not only learned, but taught by us as well. It is overwhelming. It is however an important and often unsupported part of the profession that we chose to enter. In order to better educate our kids, we must first better educate their educators.

Together we will build new foundations for stronger, better higher education environments. And because innovation scales best when ideas are shared, our work sessions will explore digital technologies and adapted teaching behaviors aimed at informing policy, inspiring leadership, and evolving practice at all levels impacting institutions, universities and colleges.CALL FOR PROPOSALS OPEN UNTIL SEPTEMBER 30, 2019. LEARN MORE:…See More

Together we will build new foundations for stronger, better higher education environments. And because innovation scales best when ideas are shared, our work sessions will explore digital technologies and adapted teaching behaviors aimed at informing policy, inspiring leadership, and evolving practice at all levels impacting institutions, universities and colleges.CALL FOR PROPOSALS OPEN UNTIL SEPTEMBER 30, 2019. LEARN MORE:…See More

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